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Needs Code February 2017

Draft%20Additional%20Learning%20Needs%20Code%20February%202017

12.11 After deciding

12.11 After deciding that a child or young person may have ALN, the body responsible for preparing an IDP should consider whether input from external agencies or other suitably qualified professionals is required. The level of involvement should be agreed in discussion between the different agencies. The level of engagement and advice needed from different agencies and professionals will vary, depending on the nature of the child or young person’s needs and circumstances. It might include, for example: educational advice and information from the head teacher or principal of an early years, school or post-16 setting or other institution attended by the child or young person; advice from local authority officers; consultation with a person who is qualified to teach children or young people with specific impairments, for example, with a vision and/or hearing impairment; medical advice and information from health care professionals with a role in relation to the child or young person’s health; psychological advice and information from an educational psychologist, who should normally be provided by the local authority where a child attends a maintained school, and who should consult any other psychologists known to be involved with the child or young person where this is appropriate; social care advice and information from, or on behalf of, a local authority if they are involved with the child or young person and/or the child has a care and support plan with a lead co-ordinator; in the case of a looked after child – the authority that looks after the child, LACE Co-ordinator, designated member of staff, and, if appropriate, designated health professional; specialist careers advice to assist the child or young person in preparation for further learning, adulthood and independent living; advice from a youth offending team, where the child or young person is detained in a Young Offender Institution, where the young person is serving their sentence in the community or where the child or young person is known to the youth offending team and there is a risk of reoffending (Chapter 20); and in the case of children of members of the Armed Forces, advice should be sought from the Children’s Education Advisory Service where appropriate (Chapter 20). 12.12 The body responsible for preparing an IDP should check with the child, child’s parents or young person to find out if there are any professionals already working with the child or young person, or whether there are any other professionals or persons that they believe should be consulted. This consultation should be undertaken as soon as possible to allow sufficient notice and time for their input. 12.13 Any agency that deals with a child or young person with ALN (or that forms the opinion that they may have ALN) should be invited to contribute to Page | 118

developing and updating an IDP. In more complex cases, every effort should be made to streamline and integrate plans where it is appropriate to do so and following consent (if necessary) (see Chapter 10). 12.14 When professionals from external agencies are included, they should be suitably qualified and, whenever possible, authorised to make decisions and be accountable for those decisions. 12.15 If the organisation responsible for leading the preparation of the IDP considers it necessary to involve other agencies, the school, FEI or local authority must inform the child, child’s parents or young person that advice has been sought from external agencies. 12.16 It should be explained that as part of the process of bringing together all the relevant advice, the child or young person may be called for an examination or assessment. If their child is to be examined or assessed, parents must be informed of their right to be present with their child at any interview, test, medical or other assessment that is being conducted and must be told of the time, place and purpose of appointments. 12.17 Parents should be advised that, whilst it is their right to be present, in certain circumstances it may be unhelpful and potentially detrimental to the process and depending on the circumstances, not in the best interests of the child or young person. For instance, where a classroom observation is carried out as part of the assessment, a child will behave differently if their parents are present, which would negate the purpose of the observation. This should be explained to the parents. Where parents are present at the observations this should be noted in the report. 12.18 External support services, provided by the local authority and outside agencies, may see the child or young person in their education setting if appropriate and practicable. External support services can provide advice in preparing IDPs, undertake more specialist assessments that can inform planning and the measurement of a learner’s progress, advice on the setting of targets and accompanying strategies, advise on the use of new or specialist strategies or materials, and in some cases, provide support for particular activities. 12.19 When seeking the input of other agencies, the school/FEI or local authority should provide evidence which might assist the agency. This should include any evidence of the various interventions that have been tried, data on the intervention including information on the time frame, any review of the interventions, and information on targets which have been set. Where an IDP has been produced for the child or young person this should also be shared with the agency. 12.20 Where agencies have been invited to IDP meetings they should make every effort to attend. Reports and other information might be requested from agencies. Page | 119

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